Remediating Reading Comprehension Difficulties: A Cognitive Processing Approach

Mahapatra, Shamita; Das, J. P.; Stack-Cutler, Holly L.; Parrila, Rauno

doi:10.1080/02702710903054915

Cited by 36 publications

(16 citation statements)

References 30 publications

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“…Research conducted by Keat and Ismail (2011) reveals the relationship between simultaneous processing and reading comprehension, because the correlation (r = .70, p < .01) was found strong. Similar results were obtained by Mahapatra, Das, Stack-Cutler, and Parrila (2010) with correlation r = .75, p < .001 and Mahapatra (2015b) with correlation r = .70, p < .01. Georgiou and Das (2014) consider successive processing a significant predictor of phonemic decoding with correlation r = .44, p < .01.…”

supporting

confidence: 91%

The role of simultaneous and successive processing in EFL reading

2015

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This study examines the relationship between simultaneous and successive processing (the Planning, Attention, Simultaneous and Successive processing [PASS] theory processes) and reading skills in English as a foreign language (EFL). A group of 81 children were administered two batteries of tests. One was used to measure EFL reading skills, while the other one assessed simultaneous and successive processing. We hypothesised (a) cognitive processes to predict reading ability, as well as (b) the presence of a significant relationship between (c) simultaneous processing and reading comprehension and (d) successive processing and letter and word decoding. The findings confirmed that the anticipated relationships between these domains exist and are of moderate effect size. The research has helped to contribute to the understanding of how simultaneous and successive processing can affect EFL reading skills both on the level of basic word and letter decoding and reading comprehension.

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supporting

confidence: 91%

The role of simultaneous and successive processing in EFL reading

2015

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“…The corresponding probability level for simultaneous processing was .50. Finally, intervention studies that trained children on successive and simultaneous processing have shown significant effects on reading for both at-risk (e.g., Papadopoulos, Charalambous, Kanari, & Loizou, 2004;Parrila, Das, Kendrick, Papadopoulos, & Kirby, 2000) and reading-disabled children (e.g., Das, Mishra, & Pool, 1995;Hayward, Das, & Janzen, 2007) that were accompanied by an improvement in successive and simultaneous processing (e.g., Mahapatra, Das, Stack-Cutler, & Parrila, 2010).…”

Section: Pass Processes and Readingmentioning

confidence: 97%

Is Intelligence Relevant in Reading “μάνα” and in Calculating “3 + 5”?

Georgiou¹,

Manolitsis²,

Tziraki³

2015

Cognition, Intelligence, and Achievement

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“…But since cognitive processes like PASS are importantly involved in reading, attempts have been made to improve the reading skills of children through programmes like PREP and COGENT that are based on the PASS theory of intelligence and have been found to be effective (Brailsford et. al., 1984;Das, Mishra & Pool, 1995;Mahapatra et. al., 2010).…”

Section: Discussionmentioning

confidence: 99%

Comprehension Difficulties in Reading Disabled Children

Mahapatra¹,

Sabat²

2016

IOSR

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Abstract:Reading comprehension is the ability to read the text, process it and understand its meaning.Some children with reading disability struggle with the basic reading skill like decoding words and consequently, comprehending the text. Others, however, face difficulties in comprehending the text, while their word reading skill is quite normal. While the simple view of reading suggests that reading comprehension is an interactive effect of word decoding and listening comprehension (RC = LC × D), it does not explain the phenomenon completely. Vocabulary, word knowledge and various cognitive processes, on the other hand, appear to be contributing importantly towards the reading comprehension skill of children. Remediation of these difficulties, therefore, is barely essential. Several remedial programmes have been developed for the purpose, but the most effective ones are the cognitive-based remedial programmes. Such programmes not only bring about improvement in the required skills of reading but also the underlying cognitive processes that ultimately enable these children to profit from normal classroom instructions.

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Remediating Reading Comprehension Difficulties: A Cognitive Processing Approach

Cited by 36 publications

References 30 publications

The role of simultaneous and successive processing in EFL reading

The role of simultaneous and successive processing in EFL reading

Is Intelligence Relevant in Reading “μάνα” and in Calculating “3 + 5”?

Comprehension Difficulties in Reading Disabled Children

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